Innovative Assessment for Holistic and Multidisciplinary Learning: A Systematic Review

The National Education Policy (NEP) 2020 envisions assessment as a key driver of holistic and multidisciplinary education, but current evaluation practices in most education systems remain rote and summative. This systematic review synthesises research conducted between 2015 and 2025 to discuss the effectiveness of both traditional and innovative assessment methods to encourage holistic learning outcomes in multidisciplinary settings. Following PRISMA guidelines, 119 articles were identified from Scopus, ERIC, Web of Science, and Google Scholar; 45 met the inclusion criteria, and 21 empirical studies were included in final synthesis.

Findings from this study indicate that traditional assessment methods remain accurate for content retention but consistently fail to assess higher-order thinking, creativity, and interdisciplinary knowledge transfer. Findings also highlight that innovative assessment practices, such as performance-based activities, peer evaluation, and technology-enhanced assessment, are positively associated with critical thinking, learner autonomy, and interdisciplinary competence. Evidence from Indian studies also indicates that NEP 2020-oriented initiatives accelerated the adoption of competency-based and formative assessment models, which led to enhancement of learner engagement and problem-solving skills.

This study suggests that implementing innovative assessment methods requires systemic support, teacher assessment literacy, and policy-aligned implementation strategies to scale up such practices.